For Experienced Parents : What NNAT/COGAT/GBRS scores made into AAP?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When you have 4 kids out of 20 get in the AAP from each classroom, it's unlikely that all had in-pool standard scores (i.e. in the 95% nationally, 92% locally).

Our school does not have 4 kids out of 20 get in to AAP from each classroom. Our school had 4 kids out of the entire grade (over 125 students) get in to AAP.

Not sure what it's like now, but DD's elementary school would generally have close to 30 kids qualify for level IV each year - school size around 900-1000.

Another excellent example of how Level IV AAP differs from school to school.

School size is not the criteria. What matters is the # of kids in the grades who were in-pool or referred and got in.

Replace school size with SES and you have the answer.

[Anonymous]

What this does is it includes high achievers, regardless of their scores. The kid who did do the optional project, was enthusiastic in the classroom, seemed to learn easily and get the other kids to follow (might call them "popular") will get in based on GBRS. Certainly, it does leave room for some abuse and preferential treatment, but I guess no system is perfect...

Smart kids present in many different ways and teachers are aware of this. Some smart kids are like the child described above, many are not. Teachers know that 75% of gifted kids are introverts and are possibly also shy so they take those behaviors into account when filling out the GBRS. Teachers receive training on how to identify gifted behaviors and they do a good job of describing actual behaviors they see in the classroom. The AAP committee reads the teacher's reports, along with test scores and parental input to make decisions about AAP identification. Every kid is different and the committee members take that into account.

[Anonymous]

Anonymous wrote:NNAT 119
COGAT 140
GBRS dunno

Got in first round

What's " in first round "?

[Anonymous]

Anonymous wrote:

Anonymous wrote:NNAT 119
COGAT 140
GBRS dunno

Got in first round

What's " in first round "?

"In first round" is terminology used here (that drives me crazy). It basically means your child was accepted without needing to appeal. There are no first and second rounds. There is the acceptance that comes in mid-April this year. If your child is not accepted and you applied or the child was in the pool, then you can appeal the denial.

[Anonymous]

How do you find GBRS? Just simply ask the teacher?

[Anonymous]

Anonymous wrote:How do you find GBRS? Just simply ask the teacher?

You can ask to see your child's file - including the GBRS - after file goes to the committee. In-pool and parent-referred files will be sent from the school on different date which are posted at http://www.boarddocs.com/vsba/fairfax/Board.nsf/c4cf1644198dfd9986257503000d636f/1a12319252394b7487257ea60062c874/$FILE/N2401%20%20FY2016.pdf
Asking to the see the file also gives you an opportunity to see what kind of work samples the school included in the file.

[Anonymous]

Anonymous wrote:

What this does is it includes high achievers, regardless of their scores. The kid who did do the optional project, was enthusiastic in the classroom, seemed to learn easily and get the other kids to follow (might call them "popular") will get in based on GBRS. Certainly, it does leave room for some abuse and preferential treatment, but I guess no system is perfect...

Smart kids present in many different ways and teachers are aware of this. Some smart kids are like the child described above, many are not. Teachers know that 75% of gifted kids are introverts and are possibly also shy so they take those behaviors into account when filling out the GBRS. Teachers receive training on how to identify gifted behaviors and they do a good job of describing actual behaviors they see in the classroom. The AAP committee reads the teacher's reports, along with test scores and parental input to make decisions about AAP identification. Every kid is different and the committee members take that into account.

This has not been my experience.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

What this does is it includes high achievers, regardless of their scores. The kid who did do the optional project, was enthusiastic in the classroom, seemed to learn easily and get the other kids to follow (might call them "popular") will get in based on GBRS. Certainly, it does leave room for some abuse and preferential treatment, but I guess no system is perfect...

Smart kids present in many different ways and teachers are aware of this. Some smart kids are like the child described above, many are not. Teachers know that 75% of gifted kids are introverts and are possibly also shy so they take those behaviors into account when filling out the GBRS. Teachers receive training on how to identify gifted behaviors and they do a good job of describing actual behaviors they see in the classroom. The AAP committee reads the teacher's reports, along with test scores and parental input to make decisions about AAP identification. Every kid is different and the committee members take that into account.

This has not been my experience.

It differs from school to school. What occurs in one part of the county doesn't occur in other parts of the county.

[Anonymous]

NNAT - 148
CoGAT - can't remember
GBRS - 16

[Anonymous]

Anonymous wrote:NNAT - 148
CoGAT - can't remember
GBRS - 16

GBRS 16? Just curious, what qualifies as 16? Good behavior? good test results? raising hand in class?

[Anonymous]

Anonymous wrote:

Anonymous wrote:NNAT - 148
CoGAT - can't remember
GBRS - 16

GBRS 16? Just curious, what qualifies as 16? Good behavior? good test results? raising hand in class?

Read the GBRS form and you can see what qualifies.

[Anonymous]

My oldest had 16 GBRS. Her teacher also told me that the DRA allowed only X level when in fact daughter was much more advanced. Daughter was and is very kind. She would always befriend the one that didn't have many friends. Her class included high learners and those with special needs. She was always kind and inclusive to all. Interestingly she is a shy child who prefers books over people. Kids with 16 GBRS are different. We have two other children so I do know what I am talking about. All are in AAP and range from upper ES to MS.

[Anonymous]

Anonymous wrote:My oldest had 16 GBRS. Her teacher also told me that the DRA allowed only X level when in fact daughter was much more advanced. Daughter was and is very kind. She would always befriend the one that didn't have many friends. Her class included high learners and those with special needs. She was always kind and inclusive to all. Interestingly she is a shy child who prefers books over people. Kids with 16 GBRS are different. We have two other children so I do know what I am talking about. All are in AAP and range from upper ES to MS.

With all due respect to your daughter who I'm sure is quite extraordinary, the correct terminology is that she "was given" a 16 GBRS, not that she has one. A GBRS isn't like an IQ -- it's a subjective measure arrived at subjectively by a variety of teachers/educators. It's kind of like grading -- one person's 16 may be a harder grader's 12 and vice versa.

In my experience, a kid who is smart and easy to get along with/teach will typically be given a higher GBRS. My second child had a 15 GBRS, but was not "gifted" and did fine in GE. My oldest who is gifted and ultimately was in the GT program had a teacher who didn't believe he was reading the books he said he was and scored him as a 12.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My oldest had 16 GBRS. Her teacher also told me that the DRA allowed only X level when in fact daughter was much more advanced. Daughter was and is very kind. She would always befriend the one that didn't have many friends. Her class included high learners and those with special needs. She was always kind and inclusive to all. Interestingly she is a shy child who prefers books over people. Kids with 16 GBRS are different. We have two other children so I do know what I am talking about. All are in AAP and range from upper ES to MS.

With all due respect to your daughter, who I'm sure is quite extraordinary, the correct terminology is that she "was given" a 16 GBRS, not that she has one. A GBRS isn't like an IQ -- it's a subjective measure arrived at subjectively by a variety of teachers/educators. It's kind of like grading -- one person's 16 may be a harder grader's 12 and vice versa.

In my experience, a kid who is smart and easy to get along with/teach will typically be given a higher GBRS. My second child had a 15 GBRS, but was not "gifted" and did fine in GE. My oldest who is gifted and ultimately was in the GT program had a teacher who didn't believe he was reading the books he said he was and scored him as a 12.

You could tell from your first paragraph that you had at least one kid who "was given" a GBRS that you believe was too low. Sour grapes, no? Oh, and you missed a comma in your glass house.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My oldest had 16 GBRS. Her teacher also told me that the DRA allowed only X level when in fact daughter was much more advanced. Daughter was and is very kind. She would always befriend the one that didn't have many friends. Her class included high learners and those with special needs. She was always kind and inclusive to all. Interestingly she is a shy child who prefers books over people. Kids with 16 GBRS are different. We have two other children so I do know what I am talking about. All are in AAP and range from upper ES to MS.

With all due respect to your daughter, who I'm sure is quite extraordinary, the correct terminology is that she "was given" a 16 GBRS, not that she has one. A GBRS isn't like an IQ -- it's a subjective measure arrived at subjectively by a variety of teachers/educators. It's kind of like grading -- one person's 16 may be a harder grader's 12 and vice versa.

In my experience, a kid who is smart and easy to get along with/teach will typically be given a higher GBRS. My second child had a 15 GBRS, but was not "gifted" and did fine in GE. My oldest who is gifted and ultimately was in the GT program had a teacher who didn't believe he was reading the books he said he was and scored him as a 12.

You could tell from your first paragraph that you had at least one kid who "was given" a GBRS that you believe was too low. Sour grapes, no? Oh, and you missed a comma in your glass house.

Sour grapes? How so? My kid's scores easily got him into AAP so GBRS didn't matter. And i kept my other child at our base school when most parents today would have used the 15 GBRS as a wedge to get him into AAP. All these labels and nonsense mean very little to me.

And unless you can find a scientific basis for saying that the GBRS isn't subjective, I stand by what I say -- and my guess is that most AARTs would tell you the same. I know of at least 4 other very shy kids who were brilliant, but given low GBRS's because their gifts were harder for teachers to see. Some members of FCAG would even like to see the GBRS revised so that it more accurately reflects actual gifted behaviors.